Teacher Complementarities in Test Score Production: Evidence from Primary School
扩展了标准增值模型，允许教师之间存在交互效应，利用北卡罗来纳州小学数据发现校内教师互补性极小，表明按特定教师序列分配学生收益甚微，且标准增值模型评估教师效能不易受过去教师交互影响。
The existence of teacher complementarities across grades can have important implications for the efficient assignment of students to teachers and for the evaluation of teachers using standard value-added models (VAMs). In this paper, I extend the basic VAM to allow for interactive effects between teachers. Using data from North Carolina's primary schools, I find that teacher complementarities within schools are extremely small. This finding suggests that there is little to gain by assigning students to particular teacher sequences. Moreover, measures of teacher effectiveness generated from a typical VAM are not likely to be biased by interactions with past teacher inputs.